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MA in Speech-Language Pathology

Graduate Program in Speech-Language Pathology

 

Director of Graduate Program in Speech-Language Pathology: Patricia McCaul
Coordinator of the Speech-Language Hearing Clinic:ÌýKathleen Downing

 

About the Program

The Master of Arts (M.A.) education program in speech-language pathology (residential) at ºÚÁÏרÇø is accredited by the of the, 2200 Research Boulevard, #310, Rockville, MD 20850, 800-498-2071 or 301-296-5700. ÌýIt is also approved by the New York State Department of Education. Students completing the program fulfill the academic and practicum requirements for the American Speech Language Hearing Association (ASHA) clinical certification in Speech Language Pathology, a professional licensure in New York State in Speech Language Pathology and, initial certification as Teachers of Students with Speech and Language Disabilities (TSSLD) in New York State.

The graduate program requires two years of full-time study including one summer session. Entering students begin in the fall semester only. A major feature of the program is its highly individualized and personal approach. Classes are small and taught by an exceptional faculty who are readily available to students. Most members of the faculty are actively involved in one-to-one clinical mentorship in addition to classroom teaching. Each entering class follows the same course sequence and as such becomes a close-knit, learning group.

Graduate housingÌýis available on campus.

The graduate program offers a wide range of clinical and academic experiences during the four semesters and one summer of full-time study. In addition to formal coursework, students attend weekly clinical seminars that are carefully arranged to provide preparation in diagnostic and clinical methodology. During these seminars, students are also exposed to contemporary issues, including ethical concerns, state and national priorities, and other critical professional issues.

Graduates have an excellent record of program completion, nationalÌýÌýpass rate, and high employment.

Alumni continue to serve the needs of children and adults with a variety of communication disorders in multiple settings (e.g., hospitals, rehabilitation centers, schools, preschools, Early Intervention), are university faculty members training future professionals, or active researchers in the field.

The Long-Term Strategic Plan for the graduate program in Speech-Language Pathology is available through the Speech-Language-Hearing Center or the Graduate Program Director upon request. The administrative policies of the institution of higher education and the education program comply with all applicable federal, state, and local laws, regulations and executive orders, prohibiting discrimination, including harassment, against students, staff and clients on the basis of race, color, religion, sex, national or ethnic origin, physical or mental disability, age, sexual orientation, status as a parent, and status as a covered veteran.

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Mission Statement

The mission of the graduate program in Speech Language Pathology is to prepare entry level clinicians with the necessary knowledge and skills required by the American Speech Language Hearing Association (ASHA) and the New York State DepartmentÌýof Education to provide evidenced based, ethical, high-quality services to those persons in the community experiencing speech, language, hearing and swallowing disorders. The program is dedicated to fostering scholarly inquiry and clinical application that will benefit the quality of life of persons with communication disorders from diverse cultural and linguistic backgrounds.

We are committed to developing clinicians who are critical thinkers, knowledgeable consumers of research and evidence-based practice, advocates for the profession and the clients whom they serve, and culturally responsive professionals who are committed to equity and inclusion.

Faculty

The graduateÌýfaculty have expertise across a broad spectrum of communication disorders and sciences, and extensive experience working professionally with children and adults exhibiting a variety (e.g., language and language-learning disorders, language delay, autism, phonological disorders, adult aphasia, developmental and acquired dysarthrias, reading and writing disorders, apraxia, dysphagia, voice and fluency disorders, laryngectomee).Ìý Many faculty members are recognized experts in their area, and have received many of highest awards in the profession at the state and national levels (e.g., American Speech-Language-Hearing Association (ASHA): ; Fellow); New York State Speech-Language-Hearing Association (NYSSLHA): Honors of the Association: Distinguished Achievement; Outstanding Clinician Award); Board Certification Specialist recognition in Swallowing and Child Language.

Clinical Training

During the first year, students complete all of their clinical experience at theÌýºÚÁÏרÇø Speech-Language-Hearing CenterÌýlocated in the Gertz Building on campus (map). Students work alongside highly experienced, master clinicians in a mentorship model of clinical training. All clinical instructors have several years of professional experience in working with children and adults with a wide variety of communication disorders across the age span.

Clinical training begins the first semester of graduate school in conjunction with coursework. Faculty assume direct responsibility for clients, with students gradually integrated into the therapy program. Students are assigned to work with at least two or three clinical faculty per semester, 10-12 hours/week. Mentorship assignments include diagnostic screenings, client evaluations, and speech-language therapy with persons exhibiting a variety of communication challenges and differences. In addition to one-on-one, 100% supervision, students are assigned to weekly mentorship sessions with clinical supervisors in order to review and discuss treatment plans, procedures and outcomes. A concerted effort is made to integrate coursework and clinical experiences, translating course knowledge into the clinic and case experiences into the classroom throughout the two-year, graduate training experience.

During the second year, students are assigned to at least two additional, off-campus clinical sites.Ìý The program currently has practicum contracts with highly respected hospitals, rehabilitation centers, school districts and special education preschools and specialized schools. All students must complete a practicum in a school setting. The second off-campus assignment is usually an adult facility such as a medical or rehabilitation center.ÌýStudents have the option of an additional off-site practicum or may participate in advanced casework within the campus program. At the completion of the program, students have accumulated rich, supervised clinical experiences of at least 400 clinical teaching hours that encompass a wide variety of ages, types and severity of communication and medical disorders, and treatment settings.


Admission Requirements

Students are accepted into the program in the Fall semester. The requirements noted here are in addition to the general requirements for admission to graduate programs at ºÚÁÏרÇø.

  1. A GPA of B (3.0) or better.
  2. Applicant must satisfy minimum requirements for admission as well as those required by the American Speech-Language-Hearing Association for admission to graduate study in Speech-Language Pathology. Applicants must have at least 3 semester credit hours in the biological sciences, 3 semester credit hours in the physical sciences, 3 semester credit hours in statistics and 6 semester credit hours in the behavioral or social sciences. They also must have completed the following courses with at least 3 semester credit hours in each:
    • Child Development
    • Phonetics
    • Anatomy & Physiology of Speech and Language
    • Speech and Hearing Sciences
    • Language Acquisition
    • Audiology
    • Two courses in communication disorders in children and adults
    • One course in linguistics/ language (e.g., syntax, psycholinguistics, school age language, bilingualism, introduction to language)
  3. Three letters of recommendation, at least two of which come from faculty members. An interview may be required.
  4. Results of the Graduate Record Examination.Ìý(waived for Fall 2026 admission applications)
  5. Proof of proficiency in the English language is required of all applicants whose first language is not English, and who were educated in a country where English is not the official language. Applicants must receive a score of at least 114 on the internet-based TOEFL, or equivalent.
  6. A personal essay.
  7. The credentials of each applicant will be examined by the Graduate Admissions Committee, which
    may accept, accept with conditions, or reject candidates.
  8. The number of applicants approved for matriculation is limited by the training facilities available: therefore, applicants who otherwise meet minimum requirements for matriculation may not necessarily be admitted.

The application deadline is February 1 for the year in which the prospective candidates apply. Because only a limited number of candidates are admitted each year, the process is competitive. Permission of the program director is required for enrollment in any of the courses in the program.

 

Graduation Requirements

The following requirements are in addition to the general College requirements for the Master of Arts degree. (The most complete information is found in theÌýGraduate Bulletin). All candidates must complete the following:

    1. Full-time attendance for four consecutive semesters and the summer semester of the year following admission to the program.
    2. In addition to 48-54 semester hours of course work, candidates must complete at least 12-14 hours a week of supervised practicum each semester.
    3. A minimum of 400 clock hours of supervised clinical experience in at least three different settings, one of which must be in an elementary or secondary school.
    4. Completion of SEYS 536 (Foundations of Education) or its equivalent and any additional requirements (e.g., tests, seminars) to obtain initial certification as Teachers of Students with Speech and Language Disabilities from the New York State Department of Education.
    5. Maintenance of a 3.0 or better grade-point average

Course Descriptions

LCDÌý700. Research Methodology in Communication Sciences and Disorders.Ìý2 hr. plus conf; 3 cr.
Methods of experimental and statistical control in the design of research for the speech, hearing and language sciences. Issues addressed include research concerning developmental processes; speech and language acquisition and disabilities; diagnostic and intervention strategies in clinical and school environments,Ìýinstructional and assistive technology; validation of instructional strategies; and program evaluation.

LCDÌý717. The Acquisition of Language.Ìý2 hr. plus conf; 3 cr.
Development of language in the normal child; theoretical and empirical issues. The course involves the study of the processes and variations of speech, language, communication and pre-literacy skills in typically developing mono and bi-lingual children. Objectives include an exploration of the impact of cultural, ethnic, gender, socioeconomic and individual variation on the child’s acquisition of language; an understanding oft he processes involved in language learning, language use and the foundations of literacy from pre-linguistic stages to complex language development.

LCDÌý721. Language and Learning Disorders ofÌýChildren IÌý.Ìý2 hr. plus conf; 3cr.
Application of studies in normal language acquisition to the study of pre-school language and learning disorders; emphasis on the assessment of, and intervention with pre-school children with language and learning disorders. Units include interdisciplinary views of the child with speech, language, and communication challenges; issues in speech, language, communication, social-emotional and cognitive development related to specific language impairment, pervasive developmental delay, autism, mental retardation, and developmental apraxia; challenges in learning and in the classroom for children with developmental language disorders.

LCDÌý722. Speech Disorders:Ìý StutteringÌý.Ìý2 hr. plus conf; 3 cr.
Theoretical and empirical approaches to the symptoms, etiology, and management of fluency disordersÌýfrom childhood to adolescence to adulthood. Topics include working with children as members of families and school environments; special considerations for pre-school and school-aged children; and interactions with children, parents and teachers.

LCDÌý723. Alternative and Augmentative Communication Systems and Use for Persons with Severe Communication Impairments.ÌýÌý2 hr. plus conf; 3 cr.
Nature of alternative andÌýaugmentative communication (AAC) technologies, sign systems, and strategies used with children and adults across a range of impairments ; individualized assessment and assignment of assistive technologies; teaching language and communication skills to persons using AAC in home, school, and workplace settings; and the use of technology to communicate.

LCDÌý724. Neuromotor Communication DisordersÌý.Ìý2 hr. plus conf; 3 cr.
Emphasis on problems of children with various neuromuscular disorders. Topics include speech, oral motor, and respiratory/phonatory issues in normal and abnormal neuromotor development from 1-12 months; development of feeding skills, oral motor assessment of infants and young children, multidisciplinary assessment and treatment.

LCDÌý725. Diagnostic Methods in Speech-language Pathology.ÌýÌý2 hr. plus conf; 3cr.
Theoretical principles underlying the assessment of communication disorders; includes procedures for formalÌýtest selection and use, interviewing, and report writing. Units include assessment of language interactions in a home, clinic and school settings

LCDÌý726. Language Disorders:Ìý Adults IÌý.Ìý2 hr. plus conf; 3 cr.
Symptoms, etiology, and management of adolescents and adults with language difficulties related to acquired aphasia

LCDÌý727. Speech Disorders:Ìý Voice.Ìý2 hr. plus conf; 3 cr.
Vocal pathologies in children and adults: etiology, symptoms, and treatment approaches. Topics include laryngeal histopathology, neurological vocal disorders; laryngectomy;Ìý and the impact and management of a variety of pediatric vocal disorders including working with children as members of family and school environments.

LCDÌý728. Speech-Language Pathology Services in the Schools.ÌýÌý2 hr. plus conf; 3 cr.
A study of the research findings and professional practices basic to decision making.Ìý Units include models of service delivery; individualized educational programmingÌýinstructional design andÌý planning including case selection; collaborative assessment and teaching; computerized teaching programs, national and state legislation and regulations; multi-cultural differences and bi-lingual considerations.

LCD 729. Clinical and Classroom Practicum in Speech-Language Pathology.Ìý 1, 2, or 3cr.
The course requires 12-14 hours per week of supervised clinical and classroom practicum. It includes staffings; instructional planning; case conferences; analysis of clinical and classroom management and instruction; the critical appraisalÌý of behavioral teaching objectives; outcomes assessment; and professional practice issues. The course is taken during each semester of matriculation. It is repeatable for one, two, or three credits. The course is graded on a Pass/Fail basis only.

LCDÌý730. Speech Disorders:Ìý Articulation and Phonology.ÌýÌý2 hr. plus conf; 3cr.
Review of current literature on phonological disorders with a view toward assessment and management in the clinic and the classroom. Topics include theories of phonological development; various forms of phonological and articulatory assessment; development of phonological awareness and impact on speech, spelling and reading; impact of culture and heritage on phonological patterns; and remedialÌý techniques.

LCDÌý731. Language Disorders:Ìý Adults II..Ìý2 hr. plus conf; 3 cr.
This course examinesÌýthe language of dementia, traumatic brain injury, and right hemisphere brain damage, along with acquiredÌýmotor speech disorders.Ìý Each disorder, especially as it relates to the adult and adolescentÌýpopulation, is discussed according to its symptoms, etiology, diagnosis, and treatment.

LCDÌý732. Language and Learning Disorders of Children II.ÌýÌý2 hr. plus conf; 3cr.
Application of research in normal oral and written language acquisition to the study of language and learning disorders in school-age children and adolescents; emphasis on the assessment of, and intervention with school-age children with language and learning disorders in the clinic and the classroom. Units include perceptual disorders, linguistic diversity; narrative and discourse development; reading acquisition; medication, drug abuse,Ìý andÌý language issues related to dyslexia, attention deficit disorder, oppositional behavior and central auditory processing disorder

LCDÌý733. Dysphagia.Ìý2 hr. plus conf; 3 cr.
The anatomy and physiology of normal and disordered glutition. Emphasis is on medical issues related to the etiology, symptomatology, diagnosis and treatment of swallowing disorders. Topics include various technological methods of assessment including modified barium swallow and fiber optic endoscopic evaluation of swallowing; interdisciplinary concerns; and impact of ethical and cognitive issues.

LCDÌý734. Communication and Auditory Impairment.2 hr. plus conf; 3 cr.
Communication problems of the hearing impaired; clinical strategies for intervention; production and comprehension of speech and language as well as psychological considerations. Topics include language, cognitive, educational, and psychosocial issues; hearing aids; classroom acoustics and group amplification systems; assistive technology; cochlear implants and tactile aids.

LCDÌý759. Studies in Communication Disorders.Ìý3Ìýhr.; 3 cr.
May be repeated for credit if topic changes.

LCD 797. Special Problems.ÌýPrereq.: Approval of Program Director and Department Chair. It may be taken for one, two or three credits: 797.1- 1 hr.; 1 cr.,Ìý797.2- 2 hr.; 2 cr.,Ìý797.3- 3 hr.; 3 cr.

In order to qualify for certification as teachers of children with speech and language disabilities in New York State, students also complete the following course (or its equivalent) given by the Division of Education:

SEYS 536. Educational Foundations. 3 cr.
Overview of theory and research on key sociological, philosophical, historical, and political foundations of education.Ìý Consideration will be given to how these foundational issues are evident in classroom situations and practice.Ìý Attention will also be given to multilingual, multicultural and biliteracy issues in education.

Sample Course Sequence

First Year

Semester 1

  • LCD 717ÌýÌýÌý The Acquisition of Language
  • LCD 726ÌýÌýÌý Language Disorders: Adults I
  • LCD 730ÌýÌýÌý Speech Disorders: Articulation and Phonology
  • LCD 729ÌýÌýÌý Clinical and Classroom Practicum in Speech-Language Pathology
  • LCD 700ÌýÌýÌý Research Methodology in Communication Sciences and Disorders

Semester 2

  • LCD 721ÌýÌýÌý Language and Learning Disorders in Children I
  • LCD 731ÌýÌýÌý Language Disorders: Adult II
  • LCD 733ÌýÌýÌý Dysphagia
  • LCD 729ÌýÌýÌý Clinical and Classroom Practicum in Speech-Language Pathology

Summer

  • LCD 728ÌýÌýÌý Speech Language Pathology Services in the Schools

Second Year

Semester 3

  • LCD 734Ìý Ìý Communication and Auditory Impairment
  • LCD 724ÌýÌýÌý Neuromotor Communication Disorders
  • LCD 729ÌýÌýÌý Clinical and Classroom Practicum in Speech-Language Pathology
  • LCD 732ÌýÌýÌý Language and Learning Disorders in Children II

Semester 4

  • LCD 723ÌýÌýÌý Augmentative and Alternative Communication
  • LCD 729ÌýÌýÌý Clinical and Classroom Practicum in Speech-Language Pathology
  • LCD 759ÌýÌýÌý Special Topics: Voice; Stuttering
  • SEYS 536 / LCD 797Ìý ÌýEducational Foundations